This 192-page book has more than 50 writing activities that teachers of grades 5-9 can incorporate into their science instruction.

The book's purpose is to provide teachers of grades 5-9 with a variety of strategies to integrate writing into the science classroom. The activities are intended to develop students' conceptual understanding of science, while enhancing their writing skills as well.

Science and Writing Connections presents more than 50 writing activities, including concept mapping, science daybooks, portfolios, posters and stories, all of which allow students to use higher-order cognitive skills. Each chapter begins with an overview and contains several activities; most chapters include directions with questions and thinking activities. The activities, which address a variety of learning styles, are designed to improve students' science comprehension and encourage them to become actively involved in their own learning. Each activity includes objectives, uses, directions, follow-up/assessment, and examples. The author clearly explains the need for open-ended questions and models the use of student-directed questions that encourage higher-order thinking.

Activities include a selection of appropriate student assessments, including alternative assessments; however, most assess whether students completed the activity by having students perform a skill rather than by measuring concept learning. Scoring suggestions are provided.

Science and Writing Connections has four indexes that categorize the activities by activity length, time of school year, size of group, and science or writing processes and skills. Thirty-two blackline masters are provided to support student activities. The book includes suggestions on how students can use the Internet to access resources and share and publish their work.

While the intended audience is individual teachers, many of the materials in this book could serve as sample strategies in a professional development workshop. One reviewer noted that the clustering activity, for instance, is an effective way to stimulate pre-writing and prompt students to think about what they know by producing a visual map of their ideas about a topic. This book also has materials that can provide hands-on experience and can demonstrate the many options for linking science to writing in the classroom. The activities presented could be modified for many content areas, including non-science content areas.

One reviewer noted that the book lacks detail regarding the role of the teacher, focusing more on the role of the student, and recommended that professional development providers supplement the book with readings and activities related to teaching, such as leading discussions, effective questioning strategies, the use of wait-time, and teacher response patterns.

Professional developers may want to suggest to teachers that they add more concept-oriented aspects to the assessment techniques presented in the book.

Reviewers noted that, while the book focuses on activities that students can engage in for conceptual development, there are few specific suggestions about how teachers can support student learning.